Investigating English language teachers at tertiary level in adopting technological pedagogical content knowledge: Challenges in the 21st century

Yogi Widiawati

doi:10.30659/e.7.1.100-110

Abstract

In this 21st century era, English teachers must have good knowledge of English as well as the skills of using various technology in order to make their teaching-learning process go smoothly. Nowadays, technology is like the primary need in every sector, especially in education sector. English lecturers should be able to adapt with the changes of teaching environment since the use of computers, laptops and other tools are becoming the big necessity in our daily life. There are three things that must be considered; technology, pedagogy and content knowledge. By understanding them, the teaching-learning process will become perfect. This article aims to find the perceptions of TPACK how it helps English lecturers achieve their goals. The data were taken from 3 English language lecturers of three different departments as the respondents. This mini research used descriptive quantitative in which the data were collected through observation and were analysed with data reduction, interpretation, and description. The findings shows that the score for content knowledge (CK) for all teachers ranges 78%-80 %, pedagogical knowledge (PK) ranges 55%-65%, technological knowledge (TK) ranges 60%-75%. Meanwhile score for Technological Content Knowledge (TCK) ranges 77%-82%, Technological Pedagogical Knowledge ranges (TPK) 60%-67%, TPACK 72%-75%. These imply that lecturers of polytechnics are good and skilful to integrate the technology with pedagogic and content knowledge.

Highlights

This paper aims to investigate how polytechnic lecturers adopt Technological Pedagogical Content Knowledge (TPACK) model to teach English language for adult students at State Polytechnic of Jakarta
RESULT AND DISCUSSION The TPACK analysis was divided into Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge
Based on the findings above, it can be said that the lecturers of polytechnics are capable to combine all aspects of TPACK

Summary

INTRODUCTION

Modern people depend much on technology in every aspect of life. Those are TK, PK, CK, PCK, TCK, TPK and TPACK which need to be explored by initial teachers before they integrate technology into teaching language (Drajati et al, 2021) They sometimes find obstacles in designing lesson plans. Like in polytechnics, need to work harder to integrate technology into teaching language because some of them are graduating from public university (non-teachers’ educational institutions) They need to adopt and integrate pedagogical and content knowledge. It requires an understanding of some concepts on technology and pedagogical techniques to teach the materials constructively This framework shows how technology helps students solve problems and how technology builds broader knowledge to develop new methods or strengthen old methods. Teachers must be tactful to integrate any forms of technology with the teaching materials

METHOD

Teachers are capable to combine

RESULT

Findings

CONCLUSION